Now that all staff members report that they feel more confident to support student resilience and their achievements, this has meant that students experience more consistent and holistic support, and in turn, their resilience skills have developed, which has been demonstrated in their resilience scores.

Students are actively encouraged to participate in activities that develop their resilience and they report how this has helped them experience new challenges and widen their interests. The care and support that all students receive enables them to feel more confident in branching out, backed up by staff members who care deeply about them and their development. Students report how they have enjoyed their new experiences and how this has helped make a positive impact on their lives.

The school has reported fewer students refusing to attend lessons alongside an increase in students independently asking for support – two changes that have been made possible by the consistency demonstrated by staff members in promoting a growth mindset. Students have been supported to plan trips and extracurricular activities themselves, taking ownership of their education and attend their meetings with external agencies. They report that they are proud of themselves and that they know how to make further progress. Parental support has increased in frequency and now aligns with the approaches taken in the classroom.

Following teaching and learning sessions about relationships, some students were able to report that they needed support, as they recognised the signs after having been taught them in PSHE lessons. Students report that they have grown in confidence and self-esteem, and staff report how they can see easily how students now perceive themselves in a more positive and self-aware way, using more emotionally-literate language.

The school has worked hard to demonstrate the impact of changes made to ensure that everyone has subscribed to the school-wide focus on resilience, and it is promoted well. The evidence provided shows pupils in particular notice the effects of resilience-building measures and their feedback shows how they have understood that resilience has supported them in their development. PASS data shows stable and improving student confidence and preparedness for learning across all year groups. Pupils report they feel more confident to overcome setbacks and improve, indicating strong clarity and self-awareness as key indicators of a resilient learner.

All teaching staff received HPL training, which focused on embedding resilience vocabulary in feedback, teaching and learning dialogues. Middle leaders reinforced this through professional development sessions, coaching conversations and instructional walkthroughs. This has ensured that the language of resilience is not just present; it is consistently applied across lessons, phases, and feedback systems. PASS data shows stable and improving student confidence and preparedness for learning across all year groups. Pupils report that they believe their teachers are supporting their learning, reflecting a supportive, emotionally safe learning environment that fosters persistence and growth.

The impact data shows that the incidence of concerning digital behaviour has decreased markedly over the past year. Pupil feedback about improving digital resilience has been positive, stating that their awareness has been raised and they know where to find and access support if needed. Their ‘positive’ behaviour online has improved too.

Pupil voice has reported that the majority of pupils know who to speak to if they have a worry or problem; likewise, most pupils feel supported by emotional regulation systems like emotional buddies and peer support provided by the school. The school has invested in a number of dedicated emotional regulation spaces across phases and these areas enable pupils to practise self-regulation techniques.

Because pupils in this school do not have many opportunities to practise their financial capability in real life, the school has taken significant steps to provide them with the mechanisms to rehearse and learn. The Adam Burfield Enterprise Award has enabled pupils to develop innovative business solutions and apply their understanding of budgeting, marketing, and social impact. This experience fosters teamwork, creativity, and entrepreneurial thinking, all while building financial awareness.

The school creates opportunities for pupils to step out of their comfort zones, take calculated risks, and build resilience through real-world experiences and new challenges. Pupil surveys demonstrate how they appreciate these opportunities and notice how enriching practice enhances their resilience. This is something that the school continues to develop year on year.

The pupils’ feedback demonstrates some understanding of a growth mindset and, importantly, the enjoy learning and actively participating in lessons; most pupils report they understand what they are learning and how to improve. The growth mindset approach embedded through the school’s teaching practices, learning culture and feedback systems.

Staff training has enabled an awareness of how to develop healthy relationships across the school, with staff reporting that it has had a positive effect on the learning environment in general. Positive learning culture is promoted and celebrated throughout. Staff training in restorative practices ensures a proactive approach to behaviour management, fostering mutual respect and personal responsibility among pupils, and this is demonstrated in high standards of positive behaviour in school.

A consistent approach to resilience has created a positive, confident school culture. Students now use the language of perseverance and self-belief in lessons and assemblies. Staff embed resilience into teaching and celebrate it through rewards and literacy sessions. Parents now reinforce this at home. As a result, motivation, engagement and self-confidence have all improved across the school. Class charts has also enhanced and promoted language of resilience and virtues across the school, providing parents and students with a model of language that is now embedded within the culture of the school. Staff have noticed the students now using appropriate language in restorative conversations.

Digital resilience is embedded across the curriculum, with safeguarding and wellbeing teams working closely to monitor and support safe online practice. Pupils now confidently discuss online experiences and report concerns more readily. Parent engagement has strengthened home-school communication, and students now demonstrate greater responsibility, awareness and respect in their online interactions. The schools curriculum focuses on discussing topics that are relevant, which has led to safer, more responsible online behaviour and led to students recognising risks and managing their digital presence.

Pupils are developing real-world financial skills through initiatives such as the school’s in-house banking system, ClassCharts reward scheme and PSHE lessons on budgeting and money management. These experiences have promoted independence and accountability. Parents have benefited from financial literacy guidance, encouraging home discussion and an increase in knowledge and skills. The result has been improved awareness and development in confidence managing money responsibly.

Growth mindset principles are deeply embedded across school life. Students reflect on progress, value effort and view setbacks as learning opportunities. Collaboration between wellbeing and academic teams has strengthened resilience culture and pupils are now more motivated, confident and determined to succeed. There is evidence on class charts of pupils now being rewarded with more resilience points that are focused on the key skill of determination. Case studies indicate students have greater perseverance and ability to manage setbacks calmly. They have a stronger sense of belonging, identity and pride.

The reviewed curriculum has strengthened a whole-school focus on resilience. Staff are more confident teaching it across all key stages, and pupils now use resilience language and describe feelings with greater confidence. Parents report feeling better equipped to support their children.

Consistent restorative and resilience language empowers pupils to express emotions and resolve conflict independently. Staff model reflection and empathy daily. Parents now use shared language at home, strengthening family support and reinforcing emotional awareness. Whole school approaches such as Zones of Regulation have equipped children with the language knowledge to describe how they are feeling, cope, articulate and ask for help when feeling intense emotions.

Thrive screening identifies tailored interventions and restorative approaches that build self-regulation and empathy, providing detailed tracking for progress in attitudes and values. Pupils show improved attendance and greater independence. Staff confidence and family engagement ensure resilience strategies are sustained. Further external agencies enhance the schools offer, with children taking part in bespoke programs to support them in learning strategies and then applying them in real life contexts (for example LFC).

Restorative practice has transformed relationships. Pupils now take responsibility, show empathy and resolve issues calmly. Case studies show emotional literacy, confidence and cooperation improving across key stages. Events have raised the profile of resilience and what this means across school (e.g. Dot Day). Restorative practice supports consistent behaviour management and conflict resolution, with their relational model of positive interactions between children, staff and families being a key part of the school's success.

The school has worked hard to ensure that everyone has subscribed to the school-wide focus on resilience, and it is promoted well. The evidence provided shows pupils in particular notice the effects of resilience-building measures that the school has invested in, and their comments and testimonials show how they have grasped how resilience has supported them in their growth. Parents and carers also state the notable differences they have witnessed in their children as a result of the resilience-building efforts in school, and the quantitative data supports this.

Staff feedback about how they have adapted their classroom practice shows that tweaks in language have made marked differences for themselves and for pupils, in terms of their motivation and perseverance. The qualitative evidence demonstrates the impact for individual pupils and for the school as a whole.
as a whole.

Pupil and parent/carer feedback about the steps the school has taken to improve digital resilience has been positive, stating that their awareness has been raised and they know where to find and access support if needed.

The evidence presented by the school is in long form and ideally should be analysed to show the differences between pre- and post-intervention (i.e. percentage increases/decreases, or comparing like for like data); however, the comments collated show how children can demonstrate some understanding of a growth mindset and, importantly, they know where they can find and access support if they need it. The growth mindset approach appears popular with staff and they can see how this approach will support children (and themselves) in the long term.